Abstract:

The adaptation of the university to the European Higher Education Area has called for progress in the university evaluation system. Until then, the evaluation of the student based on a single final test was commonly used. However, this system has meant many disadvantages such as not to consider the personal circumstances of diverse students, not encourage a gradual study of the subject, not to favor the emergence of doubts and queries, by failing to inform the teacher about the monitoring by the students of the subject, etc. In line with the challenges set out in the Bologna and trying to address some of the shortcomings of the previous evaluation, we propose new advances in continuous evaluation for a particular course: Introduction to Economic Statistics. This is first-year core course in multiple degrees (Economics, Business and Administration, Accounting and Finance, and Labor Relations and Human Resources) in which student are all mixed. Based on a final test and three monitoring questions that will be done throughout the semester, we intend to facilitate student learning, follow his advances and, also, reduce the classroom absenteeism (another weakness of Spanish university education). On one hand, the professor strategies can be tailored to the results derived from those tests, and he could shape the course to the needs of the students. On the other, students work continuously, participating in their own education and favoring learning. Additionally, we propose an initial assessment of the students in order to analyze their diversity and therefore, adjust the level of the explanations (especially in introductory topics). This initial assessment will involve identifying and correcting possible deficiencies both in terms of basic content either mathematical or technological knowledge(handling certain general and specific software).

Keywords:

Summative evaluation, Formative evaluation, Initial evaluation, Evaluation experience.